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Thematic Approach to Learning
Writing from scratch
During your practicum, you will observe a science lesson being taught. You will write an essay of 1,000-1,250 words in which you address the following:
1. Did the science teacher integrate other content areas into the science lesson, such as reading, writing, math, technology, and so on?
2. Did the teacher incorporate technology into the lesson?
3. What supplies/handouts, if any, did the teacher use?
4. Were science standards used?
5. What types of assessments were used by the teacher?
6. Was differentiated instruction evident?
7. Was this unit successful? If so, what made it successful?
8. Would you try this approach in the future, once you are in the classroom or in control of the lesson creation? Why or why not?
9. How would you make this unit of study more successful/engaging?
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Concept Map Creation: Create a concept map electronically on the science topic observed in the practicum.
Select computer software that will allow you to create a concept map electronically:
1. Suggestion: Check out FreeMind, which is free online software.
2. Suggestion: Use Microsoft Word drawing tools.
Include the science processes and types of assessments observed.
During your practicum, you will observe a science lesson being taught. You will write an essay of 1,000-1,250 words in which you address the following:
1. Did the science teacher integrate other content areas into the science lesson, such as reading, writing, math, technology, and so on?
2. Did the teacher incorporate technology into the lesson?
3. What supplies/handouts, if any, did the teacher use?
4. Were science standards used?
5. What types of assessments were used by the teacher?
6. Was differentiated instruction evident?
7. Was this unit successful? If so, what made it successful?
8. Would you try this approach in the future, once you are in the classroom or in control of the lesson creation? Why or why not?
9. How would you make this unit of study more successful/engaging?
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Concept Map Creation: Create a concept map electronically on the science topic observed in the practicum.
Select computer software that will allow you to create a concept map electronically:
1. Suggestion: Check out FreeMind, which is free online software.
2. Suggestion: Use Microsoft Word drawing tools.
Include the science processes and types of assessments observed.
Content is incomplete and omits most of the requirements stated in the assignment’s criteria. Major points are irrelevant to the assignment. No outside sources were used to support major points
Content is incomplete or omits some requirements stated in the assignment’s criteria. Major points are not clear and/or persuasive. No outside sources were used to support major points.
Content addresses most of the issues stated in the assignment’s criteria Major points are addressed. Research is evident.
Content is comprehensive and accurate, and definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment’s criteria. At least two relevant academic sources were cited.
Content is comprehensive, accurate, and persuasive; definitions are clearly stated. Major points are stated clearly and are well supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment’s criteria. Three or more relevant academic sources were cited.
30.0 % Concept Map
Mapping is incomplete and unclear. Main concepts are missing. Organization is poor or messy. Links are absent or may present a flawed rationale. There is a lack of attention to detail. Frequent and repetitive mechanical errors distract the reader.
Contains very few of the main concepts. Lacks sufficient organization. Links are absent or present a flawed rationale. Information is unclear and difficult to follow. Appearance and attention to mechanics are less than satisfactory. Frequent and repetitive mechanical errors distract the reader.
Contains many of the main concepts. Most concepts and relationships are correct. Information is presented clearly and allows for a basic level of understanding. Appearance lacks attention to detail and mechanics. Some mechanical errors or typos are present, but are not overly distracting to the reader.
Contains most of the main concepts. Concepts and relationships are correct. Relative importance of ideas is indicated. Mapping is thoughtfully organized and easy to follow most of the time. Appearance shows attention to detail and mechanics.
Concept map shows accuracy and thoroughness. Concepts and relationships are correct and. demonstrate superior conceptual understanding. Links are precisely labeled. All important concepts are present. Organization demonstrates higher order relationships in a clear and understandable way. Appearance shows careful attention to details and mechanics.
20.0 %Organization and Effectiveness
5.0 % Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim is insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim is apparent and appropriate to purpose.
Thesis and/or main claim is clear, forecasting development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis and/or main claim is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
10.0 % Argument Logic and Construction
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses non-credible sources.
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket thesis.
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
Clear and convincing argument that presents a persuasive claim in a unique and compelling manner. All sources are authoritative.
5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
Some mechanical errors or typos are present, but are not overly distracting to the reader. Sentence structure is correct and audience-appropriate language is used.
Prose is largely free of mechanical errors, although a few may be present. Uses a variety of sentence structures and effective figures of speech.
Writer is clearly in command of standard, written academic English.
10.0 %Format
5.0 % Paper Format: (Use of appropriate style for the major and assignment)
Template is not used appropriately or documentation format is rarely followed correctly.
Appropriate template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
Appropriate template is used; formatting is correct, although some minor errors may be present.
Appropriate template is fully used; there are virtually no errors in formatting style.
All format elements are correct.
5.0 % Research Citations (In-text citations for paraphrasing and direct quotes, reference page listing and formatting as appropriate to assignment and style)
No reference page; no citations.
Reference page is present; citation is inconsistently used.
Reference page is included which lists sources used in paper; sources are appropriately documented, although some errors may be present.
Reference page is present and fully inclusive of all cited sources; documentation is appropriate and citation style is usually correct.
In-text citations and a reference page are complete. The documentation of cited sources is error-free.
100 % Total Weightage
Thematic Approach to Learning
Introduction
Each day, a teacher enters the classroom and looks at all the different requirements that must be met before the day or year’s end. In the elementary school setting, the variety of curricula that must be presented to the students can seem daunting. “Being able to ‘do it all’ can be an insurmountable task even for veteran teachers” (R. Martin, Sexton, Franklin, & Gerlovich, 2005, p. 260). Tying curriculum requirements to a specific theme is a useful tool in helping students grasp the scientific concepts. D. J. Martin (2006)suggests that “science without language is like a ship without a compass” (p.385).
The idea that curriculums must work together for effective student learning leads toward the concept of related themes. That is, that high quality content is dependent upon a variety of curriculum pieces working together. Science is a natural catalyst that allows students to combine their writing, reading, technology, and math skills into a cohesive learning experience.
Thematic Instruction
Thematic instruction is sometimes referred to as integrated instruction. Looking at each standard that an elementary teacher is expected to cover within one school year can be very overwhelming. Applying the required standards collectively is the idea of integrated instruction that places the “cognitive skills such as reading, mathematics, science, and writing in the context of a real-world subject that is both specific enough to be practical, and broad enough to allow creative exploration” (D. J. Martin et al., 2005, p. 261).
By carefully reviewing the standards that are made available for each grade level, classroom teachers can begin to see opportunities for similarities in the way they might support some real-world ideas. They might be in the area of environmental concerns, family living requirements, identification of different objects within various biomes, etc. To prepare for the integration, teachers must look into each discipline to determine the particular standards or benchmarks that are required for their specific grade levels.
Step-by-Step Process
An old Chinese proverb states: A journey of a thousand miles begins with one step. This is also true when venturing into the area of thematic unit development. Teachers new to the process must proceed slowly and begin with a key concept in mind. The initial unit, for example, might only combine reading and science, where the students refer to a literature book about a small ant when they are studying insects. This will allow the teacher to use the literature books as resources for great pictures and perhaps, if the unit is written carefully, some facts about insects can be added to the students’ knowledge base. In other cases, it might be advisable to look at a particular question that needs to be answered as the centerpiece that supports all the other program or discipline areas.
In the lesson, the teacher writes both the objective (tied to the required benchmark) for science understanding and also includes the literature objective (created from the benchmark) that supports one or more of the reading requirements for this grade level. As the instructor adds other curriculum areas to the lesson, they also continue to build the number of benchmarks that the activity will support. Before long, the creation has grown to include four or five different disciplines, with at least the same number of required standards in one thematic unit of study.
The concept of a thematic unit means that it might include a number of individual lesson plans to complete the entire process. This allows for an even larger and more inclusive unit that can easily share a variety of accomplishments through careful assessment throughout the unit of study. Evaluation is an important piece, as it will help to validate the effectiveness of the unit for those who question the specific knowledge students will acquire.
Confirming Research
It is important to note that curriculum integration in the form of thematic units has proven to be an effective way to support student learning. As reported in Carin, Bass, and Contant (2005), relevant research studies suggest the following:
· Integrated learning activities are more appealing because they require fewer scheduling changes and can be done by one teacher (Kober, 1993).
· Science and the other included subjects are learned more effectively (Koballa & Bethel, 1985).
· The integration of science with other disciplines has potential for improving both the quantity and quality of science instruction and learning (Pappas, Kiefer, & Levstik, 1990).
Conclusion
Weaving science into other areas of the curriculum is not only natural, but has proven to be an effective pedagogical tool. It is important to first understand the requirements of the various benchmarks that each teacher and grade level must meet on a yearly basis. Once the benchmarks are thoroughly understood, teachers can move toward integration of these required areas of study through slow, significant, and deliberate steps. As positive evaluations confirm a growing understanding by each student, teachers will have renewed energy to create more thematic units during each and every year to come.
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